Published in Med Educ on July 01, 2004
Capturing medical students' idealism. Ann Fam Med (2006) 2.29
Understanding global health issues: are international medical electives the answer? Med Educ (2004) 1.36
Current Practices in Global/International Advanced Pharmacy Practice Experiences: Preceptor and Student Considerations. Am J Pharm Educ (2016) 1.17
Exploring the experiences and coping strategies of international medical students. BMC Med Educ (2011) 1.15
The ethics and safety of medical student global health electives. Int J Med Educ (2014) 0.83
Evaluation of a Structured Predeparture Orientation at the David Geffen School of Medicine's Global Health Education Programs. Am J Trop Med Hyg (2016) 0.81
Medical education for equity in health: a participatory action research involving persons living in poverty and healthcare professionals. BMC Med Educ (2016) 0.81
Rwandan family medicine residents expanding their training into South Africa: the use of South-South medical electives in enhancing learning experiences. BMC Med Educ (2015) 0.75
Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia. BMC Med Educ (2017) 0.75
Problem-based learning: future challenges for educational practice and research. Med Educ (2005) 3.36
Clarifying students' feedback-seeking behaviour in clinical clerkships. Med Educ (2013) 2.81
Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning. Med Educ (2012) 2.59
Students' opinions about their preparation for clinical practice. Med Educ (2005) 2.58
Music lessons: revealing medicine's learning culture through a comparison with that of music. Med Educ (2013) 2.22
Changing education, changing assessment, changing research? Med Educ (2004) 2.17
General overview of the theories used in assessment: AMEE Guide No. 57. Med Teach (2011) 2.15
Different written assessment methods: what can be said about their strengths and weaknesses? Med Educ (2004) 2.13
Perceived effects of innovations in postgraduate medical education: a Q study focusing on workplace-based assessment. Acad Med (2014) 2.07
Students' perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study. BMC Med Educ (2010) 2.03
Communication guidelines as a learning tool: an exploration of user preferences in general practice. Patient Educ Couns (2012) 1.96
A plea for new psychometric models in educational assessment. Med Educ (2006) 1.89
Context and clinical reasoning: understanding the perspective of the expert's voice. Med Educ (2011) 1.82
Update on training models in endourology: a qualitative systematic review of the literature between January 1980 and April 2008. Eur Urol (2008) 1.75
Script concordance testing: a review of published validity evidence. Med Educ (2011) 1.73
Validity in work-based assessment: expanding our horizons. Med Educ (2013) 1.65
ABC of learning and teaching in medicine: Written assessment. BMJ (2003) 1.63
Understanding responses to feedback: the potential and limitations of regulatory focus theory. Med Educ (2012) 1.60
Learning culture and feedback: an international study of medical athletes and musicians. Med Educ (2014) 1.60
Understanding the transition from resident to attending physician: a transdisciplinary, qualitative study. Acad Med (2010) 1.56
The impact of programmatic assessment on student learning: theory versus practice. Med Educ (2015) 1.52
How medical residents perceive the quality of supervision provided by attending doctors in the clinical setting. Med Educ (2005) 1.49
Design principles for virtual patients: a focus group study among students. Med Educ (2009) 1.48
Origin bias of test items compromises the validity and fairness of curriculum comparisons. Med Educ (2007) 1.48
A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71. Med Teach (2012) 1.47
General competencies of problem-based learning (PBL) and non-PBL graduates. Med Educ (2005) 1.47
How residents perceive their teaching role in the clinical setting: a qualitative study. Med Teach (2002) 1.44
Conditions for successful reflective use of portfolios in undergraduate medical education. Med Educ (2005) 1.43
Programmatic assessment and Kane's validity perspective. Med Educ (2012) 1.42
Features of assessment learners use to make informed self-assessments of clinical performance. Med Educ (2011) 1.42
Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Med Teach (2002) 1.41
Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ (2012) 1.41
Effects of conventional and problem-based learning on clinical and general competencies and career development. Med Educ (2008) 1.38
Do students have sufficient knowledge of clinical anatomy? Med Educ (2005) 1.36
Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment. Adv Health Sci Educ Theory Pract (2006) 1.32
The perceptions of attending doctors of the role of residents as teachers of undergraduate clinical students. Med Educ (2003) 1.32
The Maastricht Clinical Teaching Questionnaire (MCTQ) as a valid and reliable instrument for the evaluation of clinical teachers. Acad Med (2010) 1.28
The concepts of professionalism and professional behaviour: conflicts in both definition and learning outcomes. Eur J Intern Med (2008) 1.28
Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ (2003) 1.28
Students' opinions about the effects of preclinical patient contacts on their learning. Adv Health Sci Educ Theory Pract (2007) 1.28
Assessment of clinical skills with standardized patients: state of the art revisited. Teach Learn Med (2013) 1.26
Deficient knowledge of genetics relevant for daily practice among medical students nearing graduation. Genet Med (2005) 1.25
Clinical teaching based on principles of cognitive apprenticeship: views of experienced clinical teachers. Acad Med (2013) 1.23
Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: a review. Simul Healthc (2008) 1.23
Use of portfolios in early undergraduate medical training. Med Teach (2003) 1.22
The role of deliberate practice in the acquisition of clinical skills. BMC Med Educ (2011) 1.21
A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ Theory Pract (2011) 1.20
Programmatic assessment of competency-based workplace learning: when theory meets practice. BMC Med Educ (2013) 1.20
Beyond individualism: professional culture and its influence on feedback. Med Educ (2013) 1.19
Analysis of verbal interactions in tutorial groups: a process study. Med Educ (2006) 1.15
The process of feedback in workplace-based assessment: organisation, delivery, continuity. Med Educ (2012) 1.14
Challenges for educationalists. BMJ (2006) 1.13
Learning physical examination skills outside timetabled training sessions: what happens and why? Adv Health Sci Educ Theory Pract (2011) 1.12
How undergraduate clinical learning climates differ: a multi-method case study. Med Educ (2008) 1.11
Residents' perceptions of the ideal clinical teacher--a qualitative study. Eur J Obstet Gynecol Reprod Biol (2008) 1.08
How much anatomy is enough? Anat Sci Educ (2009) 1.08
The threat of the dyscompetent resident: A plea to make the implicit more explicit! Adv Health Sci Educ Theory Pract (2014) 1.06
Why don't they know enough about anatomy? A narrative review. Med Teach (2011) 1.05
The effects of deliberate practice in undergraduate medical education. Med Educ (2004) 1.05
Prediction and prevention of failure: an early intervention to assist at-risk medical students. Med Teach (2013) 1.05
Acquisition of flexible cystoscopy skills on a virtual reality simulator by experts and novices. BJU Int (2009) 1.05
Benchmarking by cross-institutional comparison of student achievement in a progress test. Med Educ (2008) 1.04
The role of the specialist physician in nursing homes: the Netherlands' experience. Int J Geriatr Psychiatry (2003) 1.04
Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP). Med Educ (2008) 1.04
Influence of national culture on the adoption of integrated and problem-based curricula in Europe. Med Educ (2008) 1.02
Approaches to professional behaviour assessment: tools in the professionalism toolbox. Eur J Intern Med (2009) 1.02
The development of an instrument for evaluating clinical teachers: involving stakeholders to determine content validity. Med Teach (2008) 1.01
The impacts of supervision, patient mix, and numbers of students on the effectiveness of clinical rotations. Acad Med (2002) 1.01
A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths. PLoS One (2012) 1.00
A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ (2012) 0.99
Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Adv Health Sci Educ Theory Pract (2008) 0.98
The use of progress testing. Perspect Med Educ (2012) 0.98
Students' perceptions of early patient encounters in a PBL curriculum: a first evaluation of the Maastricht experience. Med Teach (2007) 0.98
Development and validation of a novel method for assessing competency in polypectomy: direct observation of polypectomy skills. Gastrointest Endosc (2011) 0.98
Students' perceptions of patient safety during the transition from undergraduate to postgraduate training: an activity theory analysis. Adv Health Sci Educ Theory Pract (2010) 0.97
General considerations regarding assessment of professional behaviour. Eur J Intern Med (2008) 0.97
Characteristics of communication guidelines that facilitate or impede guideline use: a focus group study. BMC Fam Pract (2007) 0.97
Student views on the effective teaching of physical examination skills: a qualitative study. Med Educ (2009) 0.97
Reducing errors in health care: cost-effectiveness of multidisciplinary team training in obstetric emergencies (TOSTI study); a randomised controlled trial. BMC Pregnancy Childbirth (2010) 0.96
The CanMEDS framework: relevant but not quite the whole story. Med Teach (2013) 0.96
Validity of portfolio assessment: which qualities determine ratings? Med Educ (2006) 0.96
Competencies for undergraduate community-based education for the health professions--a systematic review. Med Teach (2012) 0.96